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Modern foreign language teaching is increasingly striving to create conditions where students can work collaboratively, where they can be active and motivated, gaining autonomy of learning, and developing a critical thinking about certain social problems. One of the methods that enables them to work together on certain activities are projects. By learning and adopting a particular foreign language, through the teaching based on projects, both teachers and students become researchers who solve problems, practically act, using language skills and getting acquainted with new topics, among which the theme of the environment is highlighted. Through planned projects, activities and collaborative work, foreign language learners can deal with current environmental problems with mentoring of teachers, and thus to some extent influence their own development of ecological awareness, which is of great importance for every individual in a society that strives to our planet continues to be preserved. Therefore, the aim of this theoretical paper is to point to the interdisciplinary approach that is reflected in linking the topics of project learning, foreign language teaching and ecological topics and problems in order to positively influence the development of language skills and competence in foreign language learning, but also on encouraging the development of ecological awareness of all students.

During the historical development of didactic theory and teaching practice, numerous systems have been developed to determine the structure of work in teaching. The term system is a word of Greek origin and means attitude or order. Today, the term system is defined in different ways. It is defined as a set of elements whose mutual relations are based on certain laws or principles. The term didactics is also of Greek origin and originally means teaching, today we know that didactics is the science of teaching. There is no consensus in the didactic literature on what is meant by the term didactic or teaching system. The reason for that is that there are several divisions and explanations, because in the past period various didactic systems have been developed which determined the structure of work in teaching. Today, by teaching system we mean a shaped and designed way of organizing learning in teaching. Teaching systems are among the basic didactic issues and are the result of studying didactic theory and teaching practice. It is almost impossible to imagine a formal educational process without the application of modern educational technologies, which increasingly imply the intensive application of information and communication technologies and media. In this paper we will look at the very beginning of teaching and the traditional system of teaching in didactic theory.

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This work is an attempt to present integrative teaching as an innovative model, to point out its advantages and great possibilities in teaching as well as to determine its application in teaching Nature and society. Our task was to draw attention to the importance of applying integrative model in teaching Nature and society and to the contents of certain spheres of teaching that can be integrated through this teaching subject. Active role of students in the process of teaching is widely insisted upon nowadays, because of which teachers are expected to choose contents, activities or certain models which will be the most efficient in realization of the teaching process. In accordance with the defined topic and the research subject, objects and tasks, as well as the study of relevant literature, we pointed out that the topic is extremely actual and important for teaching Nature and society, especially for theory and practice within the subject. The research showed that contents integration offers teachers the possibility to find authentic ways to join different aspects of the teaching material, by which the contents are interpreted and presented in an interesting and meaningful way.